Social Technologies Rubric

Learners and Learning Environment Assignment Rubric - 50 points

	Unacceptable	Approaching	Competent	Exemplary
Writing Mechanics 5 points	Writing style cannot be assessed because there were too many errors, or because no work was submitted.	Many passages are choppy and many sentences are incomplete, rambling, or awkward; several words are misspelled; and/or punctuation is not used according to Standard English guidelines.	Some sentences are fragmented, rambling, or awkward. There are more than two to three misspelled words, and there is some misplacement of punctuation.	The paper demonstrates the efficient use of Standard English. The paper is almost completely free of spelling, punctuation, or grammatical errors.
Organization and Flow 5 points	Cannot be assessed because the paper was too difficult to follow, or no work was submitted.	The paper does not flow logically from one thought to another. There is no use of paragraphs to separate ideas, or there is no meaningful transition from one paragraph to the next.	The paper generally flows logically from one thought to the next. Transitions are not always clear. There is not always a clear connection between a passage and the main point of the paper.	The paper draws the reader in with an introduction and comes to a satisfying conclusion. The paper flows smoothly and each idea is strongly connected to the main topic.
Description of Learners: General Characteristics 5 points	No description was presented.	There is not enough detail provided to get a clear picture of all learning groups' roles and needs within the environment.	A good picture of at least some of the learning groups' roles and needs within the environment has been presented, but important details are missing in at least one of these areas, or for one or more learning groups.	There is a great deal of detail provided, giving a clear picture of all learning groups' roles and needs within the student's learning environment vision.
Description of Learners: Digital Divide and Learning Style Considerations 10 points	No description was presented.	There is not enough detail provided to get a clear picture of digital divide considerations and preferred learning styles within this environment.	A good picture of, digital divide considerations and preferred learning style implications amongst learning groups has been presented, but important details are missing in at least one of these areas, or for one or more learning groups.	There is a great deal of detail provided, giving a clear picture of all learning groups' digital divide considerations and preferred learning styles within the student's learning environment vision.
Description of Learners: Expectations and Demands 10 points	No description was presented.	There is not enough detail provided to get a clear picture of the expectations and demands placed on learning groups within this environment.	A good picture of the expectations placed on at least some of the learning groups within the environment has been presented, but important details are missing for at least one of the learning groups described.	There is a great deal of detail provided, giving a clear picture of the expectations and demands placed on each learning group within the student's learning environment vision.
Description of Learning Environment: Activities and Function 10 points	No description was presented.	Description is limited in scope. Does not describe the environment in enough detail to give a good understanding of its function or what happens there.	Describes the environment and the activities that will take place within the learning environment. However, there may not be enough detail provided to give the reader a clear understanding of the environment.	The learning environment and the activities that take place within the environment are all very well-stated. It is easy for the reader to get an accurate picture of this environment in his or her mind.
Description of Learning Environment: Technology Considerations 5 points	No description was presented.	Description is limited in scope. Does not describe the environment in enough detail to give a good understanding of how technology plays a part within this learning environment.	Describes how technology plays a role within the environment. However, there may not be enough detail provided to give the reader a clear understanding.	The learning environment and how technology plays a role within that environment is described in full detail. It is clear the extent to which technology is needed in this vision for learning, teaching, and productivity.